Terrilyn Ladd

Activity: Supervision of Speech-Language Pathologist Paraprofessional (D. m.)

Because I am a licensed and certified speech-language pathologist (SLP), I was given the opportunity to
supervise the speech-language pathologist assistant (or SLP-A). The SLP with their certificate of clinical
competence (CCC-SLP) holds at least a masters degree, completes assessments on the speech-language skills of
students and corresponding assessment reports, writes IEPs with goals and objectives, conducts therapy and is
basically legally responsible for the provision of speech and language services to students. The SLP-A functions in
the same way an education paraprofessional does, which means several things in the world of speech-language
pathology. The SLP-A basically follows the educational plan developed by the SLP with their masters and
certificate of clinical competence. The SLP-A provides the therapy services to students but is unable to sign the
students IEP as the assessment specialist.
I have to perform some duties as I observe and supervise the SLP-A. I supervise her once a week, for
approximately 3 hours a week. During that time, I am supervising her ability to provide effective speech/language
therapy. I am also reading over her therapy notes and providing a co-signature. My signature states that I have
observed the SLP-A provide speech therapy, the therapy was appropriate, and the therapy provided matched the
notes placed in the system.
Before I leave the school where the SLP-A provides therapy services, we have a weekly, 10 minute
conference. This is an opportunity for her to ask questions about a therapy strategy she may try to help a student
learn a certain concept. This is also the time for the SLP-A to receive feedback from me. I usually provide verbal
comments regarding her ability to effectively teach a concept. Sometimes, I provide written comments so that she
will have a resource to which she can refer back.
What went well?
This SLP-A does a fantastic job providing solid and effective speech therapy services. She is really a natural. She
takes advice well and provides appropriate strategies to the students that she serves. She is inquisitive and always
asks for recommendations. She wants to do well and she does. The students and staff alike interact well with her.
She seems to be able to reach the kids and they perform very well with her.
What did not go well?
If I had to give one criticism about the process, it would be that sometimes she uses the same activity too often. I
would like to see more structure and more detail to her therapy notes. Other than that, this SLP-A does a great job
with the students.
What would I do differently?
I did not realize just how much I love being a speech-language pathologist. I would like to develop some type of
mentoring program for speech therapists new to the county. I believe it would be a valuable resource for SLP-As
like the one I supervise. The SLP-As and new SLPs, need mentorship and they do not always want to call the
supervisor. They need to be able to bounce ideas around, perhaps to another SLP. I would have liked to provide
some quick solutions to questions or concerns she may have.
End of the Year Summary:
Therapy Services:
The SLP-A provides appropriate therapy services according to the needs of the students. Her therapy activities have
the students engaged and having fun. However, new therapy activities should be incorporated whenever possible.
She takes appropriate data and it is easy to see where students have made progress and where students continue to
struggle. However, some data lacks enough details to figure out what skill is being monitored.
Rapport with students/staff/parents:
She has established appropriate rapport with students and they are delighted to participate in speech therapy
sessions. She appears to know the students very well and understands their strengths/weaknesses. Staff members
respect her professional opinion and she provides appropriate input on the conversations regarding student needs.
Parents have been observed (during IEP meetings) to state their content of the provision of services for their child.
Parents are always aware of how the students are doing in speech because they receive homework activities,
progress reports and positive note home.


Needs for the next year:
SLP-A does struggle to get to work on time, at times. Being late to work puts her in jeopardy of missing
opportunities to provide valuable minutes of therapy to some students. Her days are packed with activities and there
is usually no time to make up missed therapy sessions.
She needs to research different therapy activities for deficit skills. Using different activities adds variety to the
sessions. It keeps the students from getting bored and keeps them engaged. It is obvious that they do love coming to
speech. SLP-A should consider attending professional development sessions on those aspects of speech therapy that
interest her.